K to 12 horticulture learning module

Republic of the Philippines
DEPARTMENT OF EDUCATION

K to 12 Basic Education Curriculum
Technology and Livelihood Education
Learning Module

HORTICULTURE
EXPLORATORY COURSE
Grades 7 and Grade 8

TABLE OF CONTENTS
What Is This Module About ? ................................................................................... 2
How Do You Use This Module ............................................................................... 3
LESSON 1 – Use Farm Tools and Equipment .............................................. 4 - 26
LESSON 2 – Perform Estimation and Basic Calculation .......................... 27 - 66
LESSON 3 – Interpret Plans and Drawings ................................................. 67 - 98
LESSON 4 – Occupational Safety and Health ........................................... 99 - 119
ANSWER KEYS .......................................................................................... 120 - 128
Acknowledgment..................................................................................................... 129

HORTICULTURE
K to 12 – Technology and Livelihood Education

1

What Is This Module About?
Welcome to the world of Horticulture!
This Module is an exploratory course which leads you to Horticulture National
Certificate Level II ( NC II)1. It covers four common competencies that a Grade 7 / Grade
8 Technology and Livelihood Education (TLE) student like you ought to possess, namely:
1)
2)
3)
4)

Use and maintenance of tools/equipment;
Estimation and basic calculation;
Interpretation of plans and drawings; and
Safety precautions in farm operations.

These four common competencies are covered separately in four Lessons. As shown
below, each Lesson is directed to the attainment of one or two learning outcomes:
Lesson 1 –Use Farm Tools and Equipment
LO1. Select and use farm tools
LO 2. Select and operate farm equipment
LO 3. Perform preventive maintenance
Lesson 2 – Perform Estimation and Basic calculation
LO 1. Perform estimation
LO 2. Perform basic workplace calculations
Lesson 3 – Interpret Plans and Drawings
LO1. Interpret farm plans and lay-outs
LO2. Interpret irrigation plan and design
Lesson 4 – Apply Safety Precautions in Farm Operations
LO 1.Apply appropriate safety measures while working in the farm
LO 2 Safe keep / dispose tools, materials and outfit

Your success in this exploratory course in Horticulture is shown in your ability to
come up with the performance standards set for each Lesson.

1NATIONAL

CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units of competency for a national
qualification as defined under the Training Regulations. NCs are aligned to specific levels within the PTQF. (TESDA Board Resolution
No. 2004-13, Training Regulations Framework)
NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET Qualifications Framework
(PTQF) where the worker with:
a. NC I performs a routine and predictable tasks; has little judgment; and, works under supervision;
b. NC II performs prescribe range of functions involving known routines and procedures; has limited choice and complexity of
functions, and has little accountability;

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How Do You Use This Module?
This Module has four Lessons. Each Lesson has the following parts.
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Learning Outcomes
Performance Standards
Materials
References
Definition of Terms
What Do You Already Know?
What Do You Need to Know?
How Much Have You Learned?
How Do You Apply What You Learned?
How Well Did You Perform?
How Do You Extend Your Learning?

To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcome/s and Performance
Standards. These tell you what you should know and be able to do at the end of this
Module.
2. Find out what you already know by taking the Pretest then check your answer
against the Answer Key. If you get 99 to 100% of the items correctly, you may
proceed to the next Lesson. This means that you need not go through the Lesson
because you already know what it is about. If you failed to get 99 to 100% correctly,
go through the Lesson again and review especially those items which you failed to
get.
3. Do the required Learning Activities. They begin
with one or more Information
Sheets. An Information Sheet contains important notes or basic information that you
need to know.
After reading the Information Sheet, test yourself on how much you learned
by means of the Self-check. Refer to the Answer Key for correction. Do not hesitate
to go back to the Information Sheet when you do not get all test items correctly.
This will ensure your mastery of basic information.
4. Demonstrate what you learned by doing what the Activity / Operation /Job Sheet
directs you to do.
5. You must be able to apply what you have learned in another activity or in real life
situation.
6. Accomplish the Scoring Rubrics for you to know how well you performed.
Each Lesson also provides you with references and definition of key terms for your guide.
They can be of great help. Use them fully.

If you have questions, ask your teacher for assistance.

.
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LESSON 1
Use Farm Tools and Equipment

LEARNING OUTCOMES:
At the end of this Lesson you are expected to
do the following:

LO 1. select and use farm tools;
LO 2. select and operate farm equipment; and
LO 3. perform preventive maintenance.

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Definition of Terms
Equipment - powered tool machine used in farming
Farm implements - accessories pulled by animals or mounted on a machinery to
make the work easier
Hand tools - objects that are usually light and are used without the help of animals
and machines
Preventive maintenance - an activity or operation done to prevent malfunction of
tools and equipment and prolong the useful life of tools and equipment
Repair - to restore to good condition something broken or damaged

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LEARNING OUTCOME 1
Select and use farm tools
PERFORMANCE STANDARDS
 Appropriate farm tools are identified according to requirements /use.
 Farm tool checked for faults and defective tools are reported in accordance
with farm procedures.
 Appropriate tools and equipment are safely used according to job requirements
and manufacturers conditions.

Materials
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Bolo
Pick-mattock
Spade
Rake
Light hoe
Hand cultivator
Pruning shears
Knife
Water pails
Wheel barrow
Plow
Rotavator

HORTICULTURE

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Crowbar
Grab-hoe
Shovel
Spading fork
Hand trowel
Hand fork
Axe
Sprinklers
Sprayers
Sickle
Harrow

6

Find out how much you already know about use farm tools and equipment. Take
this test.
Pretest LO 1

Read the questions carefully and select the best answer by writing only the letter of your
choice on a separate sheet of paper.
1. Which of the following is an example of a digging tool?
A. Bolo
B. Crowbar
C. Grub hoe
D. Pruning shear
2. Which tool is used for cutting grass?
A. Shovel
B. Bolo
C. Crowbar
D. Mattock
3. What tool does NOT belong to the group?
A. Crowbar
B. Mattock
C. Shovel
D. Pruning shear
4. Farm tools are very important in pre-horticultural operations because they __________
A. make work easier
B. make work faster
C. save time and effort
D. all of the above
5. A tool with one end of its blade flattened and the other pointed at right angles to its
handle is a ________________.
A. mattock
B. crowbar
C. bolo
D. spade
6. Which tool resembles the appearance of a spoon and is used for transferring soil?
A. Spade
B. Shovel
C. Spading fork
D. Grub hoe

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7. What implement is being pulled by a working animal to till the land?
A. Harrow
B. Native plow
C. Disc plow
D. Disc harrow
8. An implement attached to a tractor that is used to pulverize the newly plowed soil is
a_____________.
A. trailer
B. disc harrow
C. native plow
D. disc plow
9. An open container with a single wheel at the front and two handles at the back used to
transport things is a____________.
A. hand tractor
B. tractor
C. basket
D. wheel barrow
10. Which of the following tools is used to harvest crops?
A. Knife
B. Plow
C. Spade
D. Basket

What Do You Need To Know?
Read the Information Sheet 1.1 very well then find out how much you can
remember and how much you have learned by doing Self-check 1.1.

Information Sheet 1.1

FARM TOOLS IN HORTICULTURAL OPERATION
Farm tools, implements, and equipment play very important role in horticultural
operations. Their availability makes the work much easier and faster. However, even if one
may have the most sophisticated tools and implements, but does not know how to use them,
they are useless. In order to do horticultural operations successfully, one must have a good
working knowledge of the tools, implements and equipment before using them.

Hand Tools
Hand tools are usually light and are used without the help of animals or machines.
They are being used in performing farm activities which involve small areas like school
garden and home garden.
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Examples:

Bolo is used for cutting tall grasses and weeds
and chopping branches of trees.

Crowbar is used for digging big holes and for
digging out big stones and stumps.

Pick-mattock is used for digging canals,
breaking hard topsoil and for digging up stones
and tree stumps.

Grab-hoe is used for breaking hard topsoil and
pulverizing soil.

Spade is used for removing trash or soil,
digging canals or ditches, and mixing soil
media.

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Shovel is used in removing trash, digging
loose soil, moving soil from one place to
another and for mixing soil media.

Rake is used for cleaning the ground and
leveling the topsoil.

Spading fork is used for loosening the soil,
digging out root crops and turning over the
materials in a compost heap.

Light hoe is used for loosening and leveling
soil and digging out furrows for planting

Hand trowel is used for loosening the soil
around the growing plants and putting small
amount of manure fertilizer in the soil.

Hand cultivator is used for cultivating the
garden plot by loosening the soil and removing
weeds around the plant.

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Hand fork is used for inter row cultivation.

Pruning shears is for cutting branches of
planting materials and unnecessary branches
of plants.

Axe is for cutting bigger size post.

Knife is for cutting planting materials and for
performing other operations in horticulture

Sprinklers are used for watering seedlings
and young plants

Water pails are used for hauling water,
manure and fertilizers

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Sprayers it is for spraying insecticides, foliar fertilizers, fungicides and herbicides

Wheel barrow is used for hauling trash,
manures, fertilizers, planting materials and
other equipment.

Sickle is a hand-held agricultural tool with a
variously curved blade typically used for cutting
weeds.

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Farm Implements
These are accessories which are being pulled by working animals or mounted to
machineries (hand tractor, tractor) which are usually used in the preparation of land. These
are usually made of a special kind of metal.
Examples are:
1. Plows. These are farm implements used in horticultural operations either pulled by a
working animal or a tractor. The plow is specifically used for tilling large areas, making
furrows and inter-row cultivation. Plows pulled by working animals are made of either a
combination of metal and wood or pure metal. They are used to till areas with a
shallower depth than that of the disc plows which are pulled by tractors.

Native plow

Disc plow

2. Harrow. The native wooden harrow is made of wood with a metal teeth and pulled by a
carabao while the disc harrow is made of metal mounted to a tractor. Harrows are used
for tilling and pulverizing the soil.

Native wooden harrow

Disc harrow

3. Rotavator. The rotavator is an implement attached to a tractor and used for tilling and
pulverizing the soil

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Self-Check 1.1
Matching Type: Match column A to Column B

______1.

Sprinkler

A.

used for spraying insecticides, foliar
fertilizers, fungicides and herbicides

______2.
______3.
______4.
______5.
______6.

Knife
Hand Fork
Bolo
Rake
Shovel

B.
C.
D.
E.
F.

______7.
______8.

Pruning Shear
Sprayer

G.
H.

used for hauling water, manure and fertilizers
used for watering seedlings
used for cutting planting materials
used for leveling the top soil
used for removing trash, digging loose soil,
moving soil from one place to another and for
mixing soil media
used for cutting bigger size post
used for cutting branches of planting
materials and unnecessary branches of
plants
used for inter-row cultivation
used for cutting tall grasses and weeds and
chopping branches of trees

______9. Pail
______10. Axe

I.
J.

Refer to the Answer Key. What is your score?

How Do You Apply What You Have
Learned?
Show that you learned something by doing this activity

Operation Sheet 1.1
Introduction:
Shovel is used in different farm operation. It is used in digging soil, moving soil from
one place to another, cleaning ditches, etc. Proper use of this tool can help user to make
the work easier.

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PPE and Tools needed:
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Footwear
Long pants
Gloves
Rag
Shovel

Procedure:
Make sure that before you perform this activity, you are wearing appropriate personal
protective equipment. Follow these instructions

1. Keep feet wide apart. Place front
foot close to shovel.

2. Put weight on front foot. Use leg to
push shovel.

3. Shift weight to rear foot. Keep load
close to body.

4. Turn feet in direction of throw

5. Perform house keeping
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How Well Did You Perform?
Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!
While performing the activity it is important that you to assess your performance
following the criteria below:

Criteria
20

Score
15
10

5

Proper distance of the feet from each other
The weight is on front foot
The load is close to your body
Direction of the feet when throwing load
Practice good housekeeping

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LEARNING OUTCOME 2
Select and operate farm equipment
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Appropriate farm equipment and facilities are identified.
Instructional manual of farm equipment are carefully read prior to operation.
Pre-operation check-up is conducted in line with manufacturers‘ manual.
Faults in farm equipment and facilities are identified and reported in line with
farm procedures.

Let us determine how much you already know about the use farm tools and
equipment. Take this test.
Pretest LO 2

ANSWER THE FOLLOWING:
1.
2.

What is an equipment? (4 points)
Give the specific uses and function of the following equipments:
A. Hand tractor (3 points)
B. Four wheel tractor (3 points)
C. Water pump (3 points)

remember and how much you have learned by doing the Self-check 2.1.


COMMON FARM EQUIPMENT
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These are machineries used in horticultural operations especially in vegetable
production. They are used in land preparation and in transporting farm inputs and products.
This equipment needs a highly skilled operator to use.
Hand tractor is used to pull a plow and harrow in preparing a large area of land.
Four wheel tractor is used to pull disc plow and disc harrow in preparing much bigger
area of land.
Water pumps are used to draw irrigation water from a source.

Hand Tractor

Four Wheel Tractor

Water Pump

Courtesy of Alcala Rural
School

Self-Check 2.1

1.
2.

Define equipment. (4 points)
Give the specific uses and function of the following equipments:
A. Hand tractor (3 points)
B. Four wheel tractor (3 points)
C. Water pump (3 points)

How Do You Extend Your Learning?
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Activity Sheet 2.1

SCRAPBOOK ON FARM EQUIPMENT
After learning about the different farm equipment, you will be compiling pictures of
farm equipment which includes an instructional manual.
1.
2.
3.
4.
5.
6.

Collect pictures of various farm equipment and instructional manual. You may clip
pictures from the internet.
For the pictures taken from online sites, copy the URL and paste below the
pictures.
Cut the pictures and paste them to a short bond paper
Search the uses or functions of these equipment and write them below or beside
the pictures.
If the instructional manuals are available paste it in another bond paper.
Compile the sheets in one folder and submit to your teacher.

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LEARNING OUTCOME 3
Perform preventive maintenance
 Tools and equipment are cleaned immediately after use in line with farm
procedures.
 Routine check-up and maintenance are performed.
 Tools and equipment are stored in designated areas in line with farm
procedures.
 Farm tools and equipment are regularly sharpened and oiled from time to time.

Determine how much you already know about use farm tools and equipment.
Take this test.
Pretest LO 3
TRUE OR FALSE: Read and analyze each statement below. Write True if the statement is
correct; False if the statement is incorrect on the space provided for.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

It is not advisable to use the stone in a stabilized way.
Tools that are worn out should be separated and be fixed immediately to avoid
accident.
When sharpening, try to maintain the original factory bevel or angle
Always push the file across the blade in a motion away from your body
Clean accumulated rust and dirt off all metal surfaces with paint.
Move the file diagonally, so that its cutting teeth are biting into the metal on the tool.
Use medium-grit sandpaper to remove rust on larger tools such as shovels, spades,
and hoes.
When sharpening with a file, use oil.
Oil helps tool to work as intended and will prevent the formation of rust.
For pruners, use a whetstone because it produces a very sharp cutting edge.

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remember and how much you have learned by doing the Self-check 3.1.


PRE-OPERATIVE CHECK UP OF FARM TOOLS, IMPLEMENTS AND
EQUIPMENTS
Imagine that the long, hot summer vacation has finally come to an end and it‘s the
beginning of the school year and you are ready to start working your vegetable gardens. But
before that let us check first our tools, implements and equipment you are going to use.
Armed with your working clothes and personal protective equipment (PPE). Proceed
to the shop to retrieve your tools so that you can start clearing away the last remnants of
summer and begin breaking the soil for a new year. Imagine your frustration as you start
pulling out all of your tools to see that they are covered with rust and dirt that has hardened
and crusty globs of oil that have collected dust last vacation. It seems that you are going to
spend more time cleaning and repairing tools on this nice day than you will actually use
them.
How to Clean Your Garden Tools:
Let‘s start with the basics. Your shovel, spade, hoe, or even the blades on a hedge
trimmer will be a lot easier to use if you take a few minutes to knock some of the rust off the
blade. Not only will this extend the life of the tool, but also it will cut through the soil better,
and thus require less effort to use, if it has a nice sharp blade. It is a good idea to keep a
large whetstone in your shop. A whetstone is an ideal tool to use to keep all of the cutting
edges of your garden tools honed. It will work well on your shovel, as well as many other
common garden tools.
The best way to use the stone is to find a way to stabilize the tool that you want to
work on. A bench vise is ideal. You will be able to clamp the tool into place at an angle, so
you can work on it. Clamping the garden tool into place with a vise frees both of your hands
to use the whetstone and gives you more control over what you are doing.
Apply a little lubricating oil to the end of the tool and carefully begin to work the stone
over the blade. Maintain a 30-degree angle between the stone and the blade to form the
ideal cutting edge for your tool. Not only will the edge become sharper, but you will also be
removing any pitting and rust that has formed at the edge of your tool‘s blade.

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In instances where the moving parts of your garden tools
(such as with of any new pruners, shears, and loppers) have frozen
in place, like springs and pivot joints, you should disassemble them
first carefully break free any rust or dirt that may keep the tool from
functioning properly. Clean accumulated rust and dirt off all metal
surfaces with a wire brush. Remove stubborn rust from small tools
with fine steel wool. Using an old toothbrush with some lightweight
lubricating oil is a great way to work fresh oil into the joints of most
garden tools. Not only will this fresh oil helps your tool to work as it was intended, but it will
also prevent the formation of rust. Use medium-grit sandpaper to remove rust on larger tools
such as shovels, spades, and hoes.
Once your tools are cleaned, they're ready to be
sharpened. When sharpening, try to maintain the original factory
bevel or angle. For pruners, use a whetstone because it produces
a very sharp cutting edge. Depending on the type of whetstone,
apply a few drops of oil or water to the stone. With the beveled
side of the blade against the stone, rub the sharp edge of the
blade toward the stone in a curved motion, as if you were trying to
shave off a thin slice from the stone.
When working with a file, stabilize the blades in a vise or against a solid surface such
as a work bench to avoid injury and ensure an even stroke. Always push the file across the
blade in a motion away from your body. Move the file diagonally, so that its cutting teeth are
biting into the metal on the tool. When sharpening with a file, do not use oil; metal filings will
accumulate and clog the file's serrations.
Farm implements like ordinary plow and wooden harrow
should be checked thoroughly before use. Loosened bolts and nuts
should be tightened firmly. Disc plow and harrow should also be
lubricated on their moving parts like bearings. Tractors should be
tuned-up very well by and skilled operator. Checking on their oil,
lubricant, fuel and cooling system.
Tools that are worn out should be separated and be fixed
immediately to avoid accident.

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Self-Check 3.1

TRUE OR FALSE: Read and analyze each statement below. Write True if the statement is
correct; False if the statement is incorrect on the space provided for.
1. The best way to use the stone is to find a way to stabilize the tool that you want to
work on.
2. Tools that are worn out should be separated and be fixed immediately to avoid
accident.
3. When sharpening, try to maintain the original factory bevel or angle
4. Always push the file across the blade in a motion away from your body
5. Clean accumulated rust and dirt off all metal surfaces with a wire brush
6. Move the file diagonally, so that its cutting teeth are biting into the metal on the
tool.
7. Use medium-grit sandpaper to remove rust on larger tools such as shovels,
spades, and hoes.
8. When sharpening with a file, do not use oil; metal filings will accumulate and clog
the file's serrations.
9. Oil helps tool to work as intended, and will prevent the formation of rust.
10. For pruners, use a whetstone because it produces a very sharp cutting edge.

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How Do You Apply What You Have
Learned?
Show that you have learned something by doing this
activity
Operation Sheet 3.1

Sharpening of Tools
Materials, Tools and Equipment:
Materials:
o Oil
o Rag
o Sand Paper 300
Tools
o Hedge shear
o Metal clamp
o File
o Wrench
* - Item is optional

-

1 pc
1 pc

-

1 set
1 set
1 pc

Introduction:
Hoes, forks, shears, and spades become blunt and need to be sharpened. Use a file or
sharpening steel. Sharpen the upper surface. Then rub over with an oily rag.
Procedure:
Step 1: Tighten the pivot nut. Before sharpening, check
the pivot nut. It could be loose, making the blades drift
apart while cutting and tear the twig instead of cutting it
cleanly. The nut should be snug with no play in the pivot.
With the nut tightened, check the tool; if it cuts cleanly, it
doesn't need sharpening. If it still cuts poorly, look down
each blade to make sure it's not bent. If a blade is slightly
bent, loosen the pivot nut and separate the blades. To
straighten the blade, put it in a vise, slip on some thick
leather gloves and tweak it until it's straight.

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Step 2: File the edge to expose clean metal Clamp the
blade firmly in a vise. Examine the factory edge. Hold the
file with both hands and mimic the direction of the bevel
like a golfer taking a practice putt. Now move the file in
one broad stroke away from you along the entire cutting
angle. To reiterate, move the file in one direction, away
from you. Don't use small, jerky strokes or you'll lose the
factory edge. As you work, you can see the clean metal
path left by the file. Adjust your angle as needed to file the
entire edge evenly. Repeat this motion several times until
you expose clean metal over the whole edge. Usually it'll
take only about 10 strokes. Do the same with
Step 3: Sand the back side of the blade Place a sheet of
300-grit wet/dry sandpaper on a smooth, flat piece of
plywood. You'll be able to feel the burrs (be careful—
they're sharp) on the back side of each blade caused by
the filing action. To remove them, lightly sand the back
side of the blade. Keep the blade flat and move it in a
circular motion. After making several circles, pick up the
blade and gently feel the edge. When the burrs left by the
file disappear, assemble the blades and lightly oil the
moving parts with 3-In-One oil.
Step 4. Perform house keeping
Evaluation:
While performing the activity it is important for you to assess your performance
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The blade is properly sharpened.
The nut is properly removed and returned.
The step by-step procedures are correctly followed.
The safety precautions are properly observed.

Congratulations! You did a great job!
Rest and relax a while then move on to
the next lesson. Good luck!

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REFERENCES
LO1
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LO 2
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LO 3
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Agricultural Arts for Secondary
Agricultural Arts (T.H.E., SEDP, NSEC series) by Ramon G. Asuncion et.al.
Farm Mechanics Textbook by Phipps, McColly, Scranton, & Cook
Growing Vegetables by Tony Biggs
Growing Rich, Tasty Veggies in Harmony with Nature, vol. 1 by Jef Van
Haunte-Lyds Quileste Van Haunte
http://www.antiquefarmtools.info
http://www.cdc.gov/niosh/pdfs/01-111b
http://www.ebc.com.au
http://library.thinkquest.org/TQ0312380/machine.htm
http://www.agmachine.com/xmmd43d.htm

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LESSON 2
PERFORM ESTIMATION AND BASIC
CALCULATION

LEARNING OUTCOMES:
do the following:

LO 1. perform estimation; and
LO 2. perform basic workplace calculations.

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Definition of Terms
Area - refers to the size of the surface
Fertilizer - any material added to the soil to support nutrient
Germination- the development of the seed into a young plant
Graph- a drawing in which the relationship between two (or more) items of
information (e.g. Time and plant growth) is shown in a symbolic way.
Gross Income/Sales - the equivalent value of the product sold.
Interest- is the corresponding value that will be added to the principal as payment for
using money of the lender.
Labor- refers to the work performed by farm workers in exchange for salary.
Net Income- is the value remains after all the expenses have been deducted from
the gross income or sales.
Principal –refers to the amount you owed.
Volume- is the content of a body or object

Acronyms
MAD( Man Animal Day) refers to the number of day/s the work will be completed by
1 person and 1 animal.
MD-(Manday) refers to the number of day/s the work will be completed by 1 person.

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LEARNING OUTCOME 1
Perform Estimation
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

Job requirements are identified from written or oral communications.
Quantities of materials and resources required to complete a work task are
estimated.
Time needed to complete a work activity is estimated.
Accurate estimate for work completion are made.
Estimate of materials and resources are reported to appropriate person.
Determine the cost and return of producing horticultural crops.
Determine the profit/loss using the four fundamental operations.
Determine the price of a product with the use of mark up percentage.

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

Materials





Calculator
Pencil
Graphing paper
References

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29

Pretest LO 1

Label the following pictures

1. _______________

2. _________________

3. ________________

3. _________________

4.________________

6. _________________

7. ______________

8.__________________

9._______________
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10.________________
30


remember and how much you learned by doing Self-check 1.1.


FARM INPUTS

SEEDS

FERTILIZER

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SEEDLINGS

INSECTICIDES

31

FARM LABOR
LABOR REQUIREMENT FOR LAND PREPARATION
Plowing using tractor

Plowing using animal

Clearing of the land using hoe

Harrowing using hand tractor

Preparation of Furrow

Trellis Preparation (for cucurbit crops)

Mulching

Digging Holes (for orchard)

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32

Students of Balagtas National Agricultural High School

LABOR REQUIREMENT IN PLANTING
PRODUCTION OF SEEDLINGS

TRANSPLANTING

LABOR REQUIREMENT FOR PLANT CARE

FERTILIZER APPLICATION

PEST CONTROL

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33

IRRIGATION

WEEDING

HARVESTING

Self-Check 1.1
Give three (3) examples of farm inputs
Enumerate seven (7) farm activities that require labor force


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34

How Do You Apply What You Have Learned?
Show that you have learned something by doing this
activity.
Activity Sheet 1.1

Estimating Farm Inputs and Labor Requirements
SPECIFIC INSTRUCTIONS:
1. Visit vegetable farm near your school or home
2. Get the following data
a. Area
b. Crop
c. Age of crop
d. Planting distance between furrows and between hills
e. Number of plants
f. Number of workers who prepared the land
g. Number of days consumed in preparing the area
h. Amount of salary given to each worker during land preparation
i. Number of workers planted the area
j. Number of days consumed in planting the area
k. Amount of salary paid in planting the area
l. Number of workers who fertilized the area from planting up to the date of this
survey.
m. Quantity of fertilizer used from planting up to the date where survey was made
n. Amount of salary paid in applying fertilizer from planting to the date of this survey
o. Quantity of fertilizer to be used after the survey until final harvesting*
p. Number of workers required to perform fertilization after the survey until final
harvesting*
q. Amount of salary needed for fertilizer application after this survey until final
harvesting*
r. Estimated irrigation expenses from planting up to last harvest *
s. Estimated worker hired to perform irrigation from planting to last harvest.*
t. Estimated number of days for spraying insecticides*
u. Estimated workers needed for spraying insecticides*
v. Estimated cost of insecticide use for spraying*
w. Workers‘ salary during insecticide spraying*
x. Estimated number of weeding operation*
y. Estimated number of workers needed in weeding*
z. Workers salary during weeding
aa. Estimated harvesting period
bb. Estimated number of workers employ during harvesting
*from planting up to last harvest

3. Present your data in a tabular form

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35

Evaluation:
While performing the activity it is important for you to assess your performance





Required measuring tool is used in measuring the area.
The data gathered is consistent.
The respondent answers the question carefully.
Data are presented in a tabular form

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36

LEARNING OUTCOME 2
Perform basic workplace calculations








Calculations to be made are identified according to job requirements.
Correct method of calculation is determined.
Systems and units of measurement to be followed are ascertained.
Calculations needed to complete work task are performed using the four
basic mathematical operations.
Appropriate operations are used to comply with the instructions.
Result obtained is reviewed and thoroughly checked




Pretest LO 2
Convert the following:

Find the area (hectare) of the following.

1.
2.
3.
4.
5.

1.
2.
3.
4.
5.

1m=____cm
400cm=_____m
5km=______m
1km=_____cm
2000 m=___km

600m x 600m
100mx1000m
200mx300m
300mx400m
500mx600m

Compute the following:
1.
2.
3.
4.
5.

6% of 100 plants were replaced
15% of 28 hectares are harvested
80% of 90 farmers are present
50% of P200 increase in farmers salary
5% of 100 kg seeds are dormant

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37

Read the Information Sheet 2.1 very well. Then find out how much you can


PERFORM CALCULATION
It is important to be able to measure and calculate surface areas. It might be necessary to
calculate, for example, the surface area of the cross-section of a canal or the surface area of a
farm.
This Section will discuss the calculation of some of the most common surface areas: the
triangle, the square, the rectangle, the rhombus, the parallelogram, the trapezium, and the circle.
The most common surface areas

The height (h) of a triangle, a rhombus, a parallelogram or a trapezium, is the distance
from a top corner to the opposite side called base (b). The height is always perpendicular to the
base; in other words, the height makes a "right angle" with the base. An example of a right angle
is the corner of this page.
In the case of a square or a rectangle, the expression length (l) is commonly used instead
of base and width (w) instead of height. In the case of a circle the expression diameter (d) is
used.

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38

The height (h), base (b), width (w), length (l) and diameter (d) of the most common surface
areas

TRIANGLES
The surface area or surface (A) of a triangle is calculated by the formula:
A (triangle) = 0.5 x base x height = 0.5 x b x h ..... (1)
Triangles can have many shapes but the same formula is used for all of them.
Some examples of triangles

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39

EXAMPLE
Calculate the surface area of the triangles no. 1, no. 1a and no. 2
Given

Answer

Triangles no. 1 and no. 1a:

base = 3 cm
height = 2 cm

Triangle no. 2:

Formula: A = 0.5 x base x height
= 0.5 x 3 cm x 2 cm = 3 cm2

base =3 cm
height = 2 cm

A = 0.5 x 3 cm x 2 cm = 3 cm2

It can be seen that triangles no. 1, no. 1a and no. 2 have the same surface; the shapes of
the triangles are different, but the base and the height are in all three cases the same, so the
surface is the same.
The surface of these triangles is expressed in square centimeters (written as cm2).
Surface areas can also be expressed in square decimeters (dm2), square meters (m2), etc...
QUESTION
Calculate the surface areas of the triangles nos. 3, 4, 5 and 6.
Given

Answer

Triangle no. 3:

base =3 cm
height = 2 cm

Formula:

A = 0.5 x base x height
= 0.5 x 3 cm x 2 cm = 3 cm2

Triangle no. 4:

base = 4 cm
height = 1 cm

A = 0.5 x 4 cm x 1 cm = 2 cm2

Triangle no. 5:

base = 2 cm
height = 3 cm

A = 0.5 x 2 cm x 3 cm = 3 cm2

Triangle no. 6:

base = 4 cm
height = 3 cm

A = 0.5 x 4 cm x 3 cm = 6 cm2

SQUARES AND RECTANGLES
The surface area or surface (A) of a square or a rectangle is calculated by the formula:
A (square or rectangle) = length x width = l x w ..... (2)
In a square the lengths of all four sides are equal and all four angles are right angles.
In a rectangle, the lengths of the opposite sides are equal and all four angles are right angles.

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40

A square and a rectangle

Note that in a square the length and width are equal and that in a rectangle the length
and width are not equal.
QUESTION
Calculate the surface areas of the rectangle and of the square.
Given
Square:

Answer
length = 2 cm
width = 2 cm

Rectangle: length = 5 cm
width = 3 cm

Formula: A = length x width
= 2 cm x 2 cm = 4 cm2
Formula: A = length x width
= 5 cm x 3 cm = 15 cm2

Related to irrigation, you will often come across the expression hectare (ha), which is a
surface area unit. By definition, 1 hectare equals 10 000 m2. For example, a field with a length of
100 m and a width of 100 m2 has a surface area of 100 m x 100 m = 10 000 m2 = 1 ha.
Fig. 4. One hectare equals 10 000 m2

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41

RHOMBUSES AND PARALLELOGRAMS
The surface area or surface (A) of a rhombus or a parallelogram is calculated by the
formula:
A (rhombus or parallelogram) = base x height = b x h ..... (3)
In a rhombus the lengths of all four sides are equal; none of the angles are right angles; opposite
sides run parallel.
In a parallelogram the lengths of the opposite sides are equal; none of the angles are right
angles; opposite sides run parallel.
A rhombus and a parallelogram

QUESTION
Calculate the surface areas of the rhombus and the parallelogram.
Given
Rhombus:

Answer
base = 3 cm
height = 2 cm

Parallelogram: base = 3.5 cm
height = 3 cm

Formula: A = base x height
= 3 cm x 2 cm = 6 cm2
Formula: A = base x height
= 3.5 cm x 3 cm = 10.5 cm2

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42

1.1.4 TRAPEZIUMS
The surface area or surface (A) of a trapezium is calculated by the formula:
A (trapezium) = 0.5 (base + top) x height =0.5 (b + a) x h ..... (4)
The top (a) is the side opposite and parallel to the base (b). In a trapezium only the base and the
top run parallel.
Some examples are shown below:
Some examples of trapeziums

EXAMPLE
Calculate the surface area of trapezium no. 1.
Given
Trapezium no. 1:

Answer
base = 4 cm
top = 2 cm
height = 2 cm

Formula: A =0.5 x (base x top) x height
= 0.5 x (4 cm + 2 cm) x 2 cm
= 0.5 x 6 cm x 2 cm = 6 cm2

QUESTION
Calculate the surface areas trapeziums nos. 2, 3 and 4.

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43

Given

Answer

Trapezium no. 2:

base = 5 cm
top = 1 cm
height = 2 cm

Formula: A = 0.5 x (base + top) x height
= 0.5 x (5 cm + 1 cm) x 2 cm
= 0.5 x 6 cm x 2 cm = 6 cm2

Trapezium no. 3:

base = 3 cm
top = 1 cm
height = 1 cm

A = 0.5 x (3 cm + 1 cm) x 2 cm
= 0.5 x 4 cm x 2 cm = 4 cm2

Trapezium no. 4:

base = 2 cm
top = 4 cm
height = 2 cm

A = 0.5 x (2 cm + 4 cm) x 2 cm
= 0.5 x 6 cm x 2 cm = 6 cm2

Note that the surface areas of the trapeziums 1 and 4 are equal. Number 4 is the same as
number 1 but upside down.
Another method to calculate the surface area of a trapezium is to divide the trapezium into a
rectangle and two triangles, to measure their sides and to determine separately the surface
areas of the rectangle and the two triangles.
Splitting a trapezium into one rectangle and two triangles. Note that A = A1+ A2 + A3 = 1 + 6
+ 2 =9 cm2

1.1.5 CIRCLES
The surface area or surface (A) of a circle is calculated by the formula:

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44

A (circle) = 1/4 (¶ x d x d) = 1/4 (¶ x d2) = 1/4 (3.14 x d2) ..... (5)
whereby d is the diameter of the circle and ¶ (a Greek letter, pronounced Pi) a constant (¶ =
3.14). A diameter (d) is a straight line which divides the circle in two equal parts.
A circle

EXAMPLE
Given

Answer

Circle: d = 4.5 cm

Formula: A = 1/4 (¶ x d²)
= 1/4 (3.14 x d x d)
= 1/4 (3.14 x 4.5 cm x 4.5 cm)
= 15.9 cm2

QUESTION
Calculate the surface area of a circle with a diameter of 3 m.
Given

Answer

Circle: d = 3 m

Formula: A = 1/4 (¶ x d²) = 1/4 (3.14 x d x d)
= 1/4 (3.14 x 3 m x 3 m) = 7.07 m2

METRIC CONVERSIONS
Units of length

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The basic unit of length in the metric system is the meter (m). One meter can be divided
into 10 decimeters (dm), 100 centimeters (cm) or 1000 millimeters (mm); 100 m equals to 1
hectometer (hm); while 1000 m is 1 kilometer (km).
1 m = 10 dm = 100 cm = 1000 mm
0.1 m = 1 dm = 10 cm = 100 mm
0.01 m = 0.1 dm = 1 cm = 10 mm
0.001 m = 0.01 dm = 0.1 cm = 1 mm
1 km = 10 hm = 1000 m
0.1 km = 1 hm = 100 m
0.01 km = 0.1 hm = 10 m
0.001 km = 0.01 hm = 1 m
Units of surface
The basic unit of area in the metric system is the square meter (m), which is obtained by
multiplying a length of 1 meter by a width of 1 meter.
A square meter

1 m2 = 100 dm2 = 10 000 cm2 = 1 000 000 mm2
0.01 m2 = 1 dm2 = 100 cm2 = 10 000 mm2
0.0001 m2 = 0.01 dm2 = 1 cm2 = 100 mm2
0.000001 m2 = 0.0001 dm2 = 0.01 cm2 = 1 mm2
1 km2 = 100 ha2 = 1 000 000 m2
0.01 km2 = 1 ha2 = 10 000 m2
0.000001 km2 = 0.0001 ha2 = 1 m2

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46

NOTE:
1 ha =100 m x 100 m = 10 000 m2

SURFACE AREAS OF CANAL CROSS-SECTIONS AND FARMS
This section explains how to apply the surface area formulas to two common practical problems
that will often be met in the field.

DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-SECTIONS
The most common shape of a canal cross-section is a trapezium or, more truly, an "up-sidedown" trapezium.
Canal crosssection

The area (A B C D), hatched on the above drawing, is called the canal cross-section and
has a trapezium shape. Thus, the formula to calculate its surface is similar to the formula used to
calculate the surface area of a trapezium:
Surface area of the canal cross-section = 0.5 (base + top line) x canal depth = 0.5 (b + a) x h .....
(6)
whereby:
base (b) = bottom width of the canal
top line (a) = top width of the canal
canal depth (h) = height of the canal (from the bottom of the canal to the top of the embankment)
Suppose that the canal contains water, as shown in Figure below.

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Wetted cross-section of a canal

The area (A B C D), hatched on the above drawing, is called the wetted canal crosssection or wetted cross-section. It also has a trapezium shape and the formula to calculate its
surface area is:
Surface area of the wetted canal cross-section = 0.5 (base + top line) x water depth = 0.5 (b + a1)
x h1 ..... (7)
whereby:
base (b) = bottom width of the canal
top line (a1) = top width of the water level
water depth (h1) = the height or depth of the water in the canal (from the bottom of the canal to
the water level).
EXAMPLE
Calculate the surface area of the cross-section and the wetted cross-section, of the canal shown
in next figure.

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48

Dimensions of the cross-section

Given

Answer

Canal cross-section:
base (b) =1.25 m
top line (a) =3.75 m
canal depth (h) = 1.25 m

Formula: A = 0.5 x (b + a) x h
= 0.5 x (1.25 m + 3.75 m) x 1.25 m
= 3.125 m2

Canal wetted cross-section:
base (b) = 1.25 m
top line (a1) = 3.25 m
water depth (h1) =1.00 m

Formula: A = 0.5 x (b + a1) x h
= 0.5 x (1.25 m + 3.25 m) x 1.00 m
= 2.25 m2

DETERMINATION OF THE SURFACE AREA OF A FARM
It may be necessary to determine the surface area of a farmer's field. For example, when
calculating how much irrigation water should be given to a certain field, the size of the field must
be known.
When the shape of the field is regular and has, for example, a rectangular shape, it
should not be too difficult to calculate the surface area once the length of the field (that is the
base of its regular shape) and the width of the field have been measured.
Field of regular shape

EXAMPLE
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49

Given

Answer

Length of the field =50 m
Width of the field = 30 m

Formula: A = length x width (formula 2)
= 50 m x 30 m = 1500 m2

QUESTION
What is the area of the same field, expressed in hectares?
ANSWER
A hectare is equal to 10 000 m. Thus, the formula to calculate a surface area in hectares is:

..... (8)

In this case: area of the field in
More often, however, the field shape is not regular, as shown in Figure below.
Field of irregular shape

In this case, the field should be divided in several regular areas (square, rectangle, triangle, etc.).

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Division of irregular field into regular areas

Surface area of the square: As = length x width = 30 m x 30 m = 900 m2
Surface area of the rectangle: Ar = length x width = 50 m x 15 m = 750 m2
Surface area of the triangle: At = 0.5 x base x height = 0.5 x 20 m x 30 m = 300 m2
Total surface area of the field: A = As + Ar + At = 900 m2 + 750 m2 + 300 m2 = 1950 m2

INTRODUCTION TO VOLUME
A volume (V) is the content of a body or object. Take for example a block. A block has a
certain length (l), width (w) and height (h). With these three data, the volume of the block can be
calculated using the formula:
V (block) = length x width x height = l x w x h ..... (9)
A block

EXAMPLE

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51

Calculate the volume of the above block.
Given

Answer

length = 4 cm
width = 3 cm
height = 2 cm

Formula: V = length x width x height
= 4 cm x 3 cm x 2 cm
= 24 cm3

The volume of this block is expressed in cubic centimeters (written as cm). Volumes can also be
expressed in cubic decimeters (dm3), cubic meters (m3), etc.
QUESTION
Calculate the volume in m3 of a block with a length of 4 m, a width of 50 cm and a height of 200
mm.
Given

Answer

All data must be converted in meters (m)
length = 4 m
width = 50 cm = 0.50 m
height = 200 mm = 0.20 m

= 4 m x 0.50 m x 0.20 m
= 0.40 m3

QUESTION
Calculate the volume of the same block, this time in cubic centimeters (cm3)
Given

Answer

All data must be converted in centimeters (cm)
length = 4 m = 400 cm
width = 50 cm
height = 200 mm = 20 cm

= 400 cm x 50 cm x 20 cm
= 400 000 cm3

Of course, the result is the same: 0.4 m3 = 400 000 cm3

UNITS OF VOLUME
The basic unit of volume in the metric system is the cubic meter (m3) which is obtained by
multiplying a length of 1 meter, by a width of 1 meter and a height of 1 meter.

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One cubic meter

1 m3 = 1.000 dm3 = 1 000 000 cm3 = 1 000 000 000 mm3
0.001 m3 = 1 dm3 = 1 000 cm3 = 1 000 000 mm3
0.000001 m3 = 0.001 dm3 = 1 cm3 = 1 000 mm3
0.000000001 m3 = 0.000001 dm3 = 0.001 cm3 = 1 mm3
NOTE
1 dm3 = 1 liter
and
1 m3 = 1000 liters

VOLUME OF WATER ON A FIELD
Suppose a one-liter bottle is filled with water. The volume of the water is thus 1 liter or 1 dm 3.
When the bottle of water is emptied on a table, the water will spread out over the table and form
a thin water layer. The amount of water on the table is the same as the amount of water that was
in the bottle; being 1 liter.
The volume of water remains the same; only the shape of the "water body" changes.
One liter of water spread over a table

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A similar process happens if you spread irrigation water from a storage reservoir over a
farmer's field.
QUESTION
Suppose there is a reservoir, filled with water, with a length of 5 m, a width of 10 m and a depth
of 2 m. All the water from the reservoir is spread over a field of 1 hectare. Calculate the water
depth (which is the thickness of the water layer) on the field.
A volume of 100 m3 of water spread over an area of one hectare

The formula to use is:

..... (10)
As the first step, the volume of water must be calculated. It is the volume of the filled reservoir,
calculated with formula (9):
Volume (V) = length x width x height = 5 m x 10 m x 2 m = 100 m3

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As the second step, the thickness of the water layer is calculated using formula (10):
Given
Surface of the field = 10 000 m
Volume of water = 100 m3

Answer
2

Formula:

d = 0.01 m
d = 10 mm

QUESTION
A water layer 1 mm thick is spread over a field of 1 ha. Calculate the volume of the water (in m3).
One millimeter water depth on a field of one hectare

The formula to use is:
Volume of water (V) = Surface of the field (A) x Water depth (d) ..... (11)
Given

Answer
2

Surface of the field = 10 000 m
Formula:
Water depth = 1 mm =1/1 000 = 0.001 Volume (m³)
m

= surface of the field (m²) x water depth (m)
V = 10 000 m2 x 0.001 m
V = 10 m3 or 10 000 litres

INTRODUCTION TO FLOW-RATE

DEFINITION
The flow-rate of a river, or of a canal, is the volume of water discharged through this river, or this
canal, during a given period of time. Related to irrigation, the volume of water is usually
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55

expressed in liters (l) or cubic meters (m3) and the time in seconds (s) or hours (h). The flow-rate
is also called discharge-rate.

CALCULATION AND UNITS
The water running out of a tap fills a one liter bottle in one second. Thus the flow rate (Q) is one
liter per second (1 l/s).
A flow-rate of one liter per second

QUESTION
The water supplied by a pump fills a drum of 200 liters in 20 seconds. What is the flow rate of this
pump?
The formula used is:

..... (12a)
Given

Answer

Volume of water: 200 l
Time: 20 s

Formula:

The unit "liter per second" is commonly used for small flows, e.g. a tap or a small ditch. For larger
flows, e.g. a river or a main canal, the unit "cubic metre per second" (m3/s) is more conveniently
used.
QUESTION
A river discharges 100 m3 of water to the sea every 2 seconds. What is the flow-rate of this river
expressed in m3/s?
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The formula used is:

..... (12b)
Given

Answer

Volume of water: 100 m3
Time: 2 s

Formula:

The discharge rate of a pump is often expressed in m3 per hour (m3/h) or in liters per minute
(l/min).

..... (12c)

..... (12d)
NOTE: Formula 12a, 12b, 12c and 12d are the same; only the units change

INTRODUCTION TO PERCENTAGE
In relation to agriculture, the words percentage will be met regularly. For instance "60
percent of the total area is irrigated during the dry season". In this Section the meaning of the
words "percentage" will be discussed.

PERCENTAGE
The word "percentage" means literally "per hundred"; in other words one percent is the
one hundredth part of the total. You can either write percent, or %, or 1/100, or 0.01.
Some examples are:
5 percent = 5% =5/100 = 0.05
20 percent = 20% = 20/100= 0.20
25 percent = 25% = 25/100 = 0.25
50 percent = 50% = 50/100 =0.50
100 percent = 100% = 100/100 = 1
150 percent = 150% = 150/100 = 1.5
QUESTION
How many oranges are 1% of a total of 300 oranges?
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Three oranges are 1% of 300 oranges

ANSWER
1% of 300 oranges = 1/100 x 300 = 3 oranges
QUESTIONS

ANSWERS

6% of 100 cows

6/100 x 100 = 6 cows

15% of 28 hectares

15/100 x 28 = 4.2 ha

80% of 90 irrigation projects

80/100 x 90 = 72 projects

150% of a monthly salary of P100 150/100 x 100 = 1.5 x 100 = P150
0.5% of 194.5 liters

0.5/100 x 194.5 = 0.005 x 194.5 = 0.9725 liters

INTRODUCTION TO GRAPHS
A graph is a drawing in which the relationship between two (or more) items of information (e.g.
time and plant growth) is shown in a symbolic way.
To this end, two lines are drawn at a right angle. The horizontal one is called the x axis and the
vertical one is called the y axis.
Where the x axis and the y axis intersect is the "0" (zero) point.
The plotting of the information on the graph is discussed in the following examples.

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A graph

EXAMPLE 1
Suppose it is necessary to make a graph of the growth rate of a corn plant. Each week the height
of the plant is measured. One week after planting the seed, the plant measures 2 cm in height,
two weeks after planting it measures 5 cm and 3 weeks after planting the height is 10 cm.
Measuring the growth rate of a corn plant

These results can be plotted on a graph. The time (in weeks) will be indicated on the x
axis; 2 cm on the axis represents 1 week. The plant height (in centimeters) will be indicated on
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59

the y axis; 1 cm on the axis represents 1 cm of plant height.
After 1 week the height is 2 cm; this is indicated on the graph with A; after 2 weeks the height is 5
cm, see B, and after 3 weeks the height is 10 cm, see C.
At planting, (Time = 0) the height is zero, see D.
Now connect the crosses with a straight line. The line indicates the growth rate of the plant; this
is the height increase over time.
Growth rate of corn plant

It can be seen from the graph that the plant is growing faster and faster (during the first
week 2 cm and during the third week 5 cm); the line from B to C is steeper than the line from D to
A.
From the graph can be read what the height of the plant is after, say 2 1/2 weeks; see the
dotted line. Locate on the horizontal axis 2 1/2 weeks and follow the dotted line upwards until the
dotted line crosses the graph. From this crossing follow the dotted line to the left until the vertical
axis is reached. Now take the reading: 7.5 cm, which means that the plant had a height of 7.5 cm
after 2 1/2 weeks. This height has not been measured in reality, but with the graph the height can
be determined anyway.

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QUESTION
What was the height of the plant after 1 1/2 weeks?
ANSWER
The height of the plant after 1 1/2 weeks was 3.5 cm.
Graph of the growth rate of a corn plant

EXAMPLE 2
Another example to illustrate how a graph should be made is the variation of the
temperature over one full day (24 hours). Suppose the outside temperature (always in the shade)
is measured, with a thermometer, every two hours, starting at midnight and ending the following
midnight.

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Suppose the following results are found:
Time (hr) Temperature (°C)
0

16

2

13

4

6

6

8

8

13

10

19

12

24

14

28

16

2

18

27

20

22

22

19

24

16

On the x axis indicate the time in hours, whereby 1 cm on the graph is 2 hours. On the y
axis indicate the temperature in degrees Celsius (°C), whereby 1 cm on the graph is 5°C.
Now indicate (with crosses) the values from the table (above) on the graph paper and
connect the crosses with straight dotted lines.
Graph showing temperature over 24 hours; mistake 16 hour reading

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At this stage, if you look attentively at the graph, you will note that there is a very abrupt
change in its shape around the sixteenth hour. The outside temperature seems to have fallen
from 28°C to 2°C in two hours‘ time! That does not make sense, and the reading of the
thermometer at the sixteenth hour must have been wrong. This cross cannot be taken in
consideration for the graph and should be rejected. The only dotted line we can accept is the
straight one in between the reading at the fourteenth hour and the reading at the eighteenth hour.
Graph showing temperature over 24 hours; estimated correction of mistake

In reality the temperature will change more gradually than indicated by the dotted line;
that is why a smooth curve is made (continuous line). The smooth curve represents the most
realistic approximation of the temperature over 24 hours.
Graph showing temperature over 24 hours; smooth curve

From the graph it can be seen that the minimum or lowest temperature was reached
around 4 o'clock in the morning and was about 6°C. The highest temperature was reached at 4
o'clock in the afternoon and was approximately 29°C.

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QUESTION
What was the temperature at 7, 15 and 23 hours? (Always use the smooth curve to take the
readings).
ANSWER
Temperature at 7 hours: 10°C

Self-Check 2.1
Convert the following:
1.
2.
3.
4.
5.

1m=____cm
400cm=_____m
5km=______m
1km=_____cm
2000 m=___km

Find the area (hectare) of the following.
1.
2.
3.
4.
5.

600m x 600m
100mx1000m
200mx300m
300mx400m
500mx600m

Compute the following:
1.
2.
3.
4.
5.

6% of 100 plants were replaced
15% of 28 hectares are harvested
80% of 90 farmers are present
50% of P200 increase in farmers salary
5% of 100 kg seeds are dormant


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Show that you have learned something by doing this activity
Activity Sheet 2.1

PROJECT PROPOSAL
SPECIFIC INSTRUCTIONS:
1. Get a copy of a simple project proposal from any sources (it is suggested that your choice
is related to horticulture).
2. Study the different parts and make your own version.
3. Submit your proposal before the end of the quarter or grading period.
Evaluation:
While performing the activity it is important for you to assess your performance following
the criteria below:





Project proposal is simple and easy to understand
Project proposal is related to your course
Data are reliable and applicable (prices)
Sample of project plan is taken from a reliable source

Rest and relax a while then move on
to the next lesson. Good luck!

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REFERENCES
LO1







LO 2




Agricultural Arts for Secondary
Growing Rich, Tasty Veggies in Harmony with Nature, vol. 1 by Jef Van
Haunte-Lyds Quileste Van Haunte p.117-120
http://www.antiquefarmtools.info
http://www.cdc.gov/niosh/pdfs/01-111b
http://www.ebc.com.au
http://www.google.com.ph/search?q=land+preparation&hl=tl&rlz=1C1AVSX_
enPH406PH406&site=webhp&prmd=imvns&tbm=isch&tbo=u&source=univ&
sa=X&ei=IhNGT4SeOIK4iQf2lY2nDg&ved=0CF8QsAQ&biw=1366&bih=677
http://www.fao.org/docrep/R4082E/r4082e02.htm#1.1%20introduction%20to%20
surface%20area

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LESSON 3
Interpret Plans and Drawings

LEARNING OUTCOMES:
do the following:

LO 1. interpret farm plans and layout; and
LO 2. interpret irrigation plan.

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Definition of Terms
Filler-a temporary plant usually small and early bearing one which planted in between
permanent plants
Planting board- a device used in lay-outing the area for the crops
Lay-outing-locating the position of plant in the orchard
Staking-the placing of the pole to mark the position of the plant to be set
Orchard-an establishment where fruit bearing crops are grown.
Irrigation- the application of water to the soil by any other means than rainfall

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LEARNING OUTCOME 1
Interpret farm plans and layout
 Planting system is interpreted according to established farm procedures.
 Farm plans and layout are designed according to crop grown.
 Site is staked according to planting plan/system

Materials





Calculator
Pencil
Bond paper
References

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Determine how much you already know about interpreting farm plans and layout.
Take this test.
Pretest LO 1

Interpret the drawing below:

Legend:
Plant
MAKE YOUR INTERPRETATION:
1. What is your area?
2. How many rows are there in the area?
3. How many plants are there in a row?
4. How many plants are there in the area?
5. What is the distance between plants per row?
6. What is the distance of plants between hill?
7. How many plants are there in row A?
8. What is the length of the area?
9. What is the width of the area?
10. How many plants are needed in rows A,B and C?

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INTERPRET FARM PLANS AND LAYOUTS
The ‗Farming for the Future‘ (FFTF) program can help you to plan the best farm layout. It
is an initiative of NSW Government agencies focusing on whole farm planning. A whole farm plan
considers the farm‘s physical, financial, and human/personal resources for both now and the
future.
Site assessment
An on-site assessment of a farm is necessary so that a map can be drawn according to the
property‘s topography, boundaries, soil, water resources, and so on, and a farm business plan
can be formulated.
Government plans
Acquaint yourself with the Regional Environmental Plans (REPs), Local Environmental Plans
(LEPs), and Development Control Plans (DCPs) and their short and long-term effects on your
proposed or existing farm enterprise. This will help to reduce unforeseen risks and enhance your
farm business. Council‘s building approval or development consent (DAs) may be needed for
siting greenhouses, siting and constructing dams, or erecting hail and windbreak netting. Council
approval to clear land or a ‗no burning of crop debris or waste materials on farm‘ may apply.
Consent will be required if odor or noise is a nuisance likely to be generated from the
development.

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Desirable Layout of Vegetable Farm
Site selection
Site selection is important. Slopes to the north east are preferred for maximum sunlight,
warmth, and protection from wind. Slopes are prone to erosion and need to be farmed with care.
To prevent soil erosion and the silting of waterways, do not grow vegetables on slopes greater
than seven degrees (7°).
Buffer zones
Buffer zones are areas of vegetated land need to be established or left in place to protect
sensitive environmental areas and provide a habitat/sanctuary for wildlife. They should be
located between the area of farm activity and any areas of possible water quality impairment or
contamination. Water environs or features to be protected are:
• Riparian areas include flood plains, adjacent to rivers and streams and other watercourses.
• Wetlands (the areas of land that are either temporarily or permanently covered with shallow
water, and which play a crucial role in nutrient recycling). Wetlands have a high ecological
productivity and should not be drained, filled or used as storages.
• Drainage lines. Care for your creek. Leave a strip of uncleared native vegetation between the
top of the bank and your farming activities for at least 20 m for small streams and 50–100 m for
rivers like the Hawkesbury–Nepean. This buffer zone will intercept and filter farm chemical and
nutrient run-off.
Soil types
Soil types need to be suitable for the crop being grown. The better soil types are deep,
well-drained sands, sandy loams and loams. Heavy clays are much less suitable as they drain
poorly and waterlog easily. If in doubt have a physical test of the soil type.
Groundwater contamination
Check for groundwater contamination. Any contamination of the groundwater by
pollutants can affect your farm business operations. Although well-drained soils are preferred for
growing vegetables, there is a greater risk that pesticides, herbicides and fertilizer can leach
through them and contaminate groundwater resources.
Windbreaks
Wind protection and screening of the whole farm and of individual large paddocks is
recommended. Screening of the property, especially with trees, prevents many complaints about
farm activities. Windbreaks also prevent drift and movement of sprays, dust, pests, and noise to
adjoining areas.
Soil management
You need to plan your soil management strategies. It is important to provide good
drainage and install grassed drainage/ waterways in conjunction with fields designed to prevent
erosion from irrigation and heavy rain. To prevent soil erosion on a 3° slope on Hawkesbury
sandstone derived soils (sandy clay loam), you will need contour banks at intervals of 50 m. The
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72

Soil and Vegetation Management Directorate of DLWC offers expert advice in this area.
Water management
Water management strategies require pre-cropping assessment. Water supplies must be
able to meet the needs of crops in periods of drought when water demand is the highest.
Inadequately designed water supplies will limit crop production and profitability.

Water quality is also important. Poor water quality reduces the growth and yield of crops.
Using poor quality water can damage both the physical and chemical properties of the soil. Avoid
high-volume sprinkler and flood irrigation in areas of high soil and/or water salinity or where the
water table is rising. In such situations use low volume mini sprinklers or drip irrigation and
irrigate at night.

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Self-Check 1.1
TRUE OR FALSE
1. Slopes to the south-west are preferred for maximum sunlight, warmth and protection from
wind.
2. To prevent soil erosion and the silting of waterways, do not grow vegetables on slopes
greater than 7°.
3. Screening of the property, especially with trees, prevents many complaints about farm
activities.
4. Windbreaks also prevent drift and movement of sprays, dust, pests, and noise to
adjoining areas.
5. Poor water quality increases the growth and yield of crops.
6. Using poor quality water can damage both the physical and chemical properties of the
soil.
7. Avoid high-volume sprinkler and flood irrigation in areas of high soil and/or water salinity
or where the water table is rising.
8. A whole farm plan considers the farm‘s physical, financial and human/personal resources
for both now and the future.
9. Water management strategies require pre-cropping assessment.
10. Inadequately designed water supplies will enhance crop production and profitability.


ORCHARD PLANTING AND PLANTING DESIGNS
LAYOUTING
Layout of an orchard is very important. Layout means fixing the position of trees, roads,
buildings, etc. in an orchard being planned. There are various systems of layout in an orchard.
Systems of layout refer to the design of planting the trees. It is desirable to have the trees
planted in a systematic way because: (1) orchard operations like intercultural and irrigation are
carried out easily; (2) it makes possible the distribution of areas equally for each tree; (3) it
results in maximum utilization of an area according to different kinds of trees; and (4) it makes
supervision more easy and effective.
Systems of Planting
There are five systems of planting fruit trees. In all these systems, trees are planted in
rows. The distance between row to row and plant to plant varies with the system, type of fruit
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trees and their varieties. Trees with bigger canopy require greater distance between them and
vice versa.
A. Square system
In square system, the trees are planted in four corners of a square keeping the same
distance between rows and from plant to plant in the same row. This is the simplest and easiest
system of plantation.
Advantages
1. Irrigation channels and paths can be made straight.
2. Operations like plowing, harrowing, cultivation, spraying, and harvesting becomes easy.
3. Better supervision of the orchard is possible as one gets a view of the orchard from one
end to the other.
Disadvantages
1. Comparatively less number of trees is accommodated in given area.
2. Distance between plant to plant and row to row remains the same and, hence, certain
amount of space in the middle of four trees is wasted.
B. Rectangular system
In rectangular system the trees are planted in the same way as in a square system
except that the distance between rows will be more than the distance between plants in the
same row. Four adjacent trees in this system make a rectangular design.
Advantages
1. Intercultural operations can be carried out easily.
2. Irrigation channel can be made length and breadth wise
3. Light can penetrate into the orchard through the large inter spaces between rows.
4. Better supervision is possible.
5. Intercropping is possible.

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Disadvantages
1. A large area of the orchard between rows is wasted if intercropping is not practiced.
2. Less number of trees are planted.

C. Quincunx or Diagonal system
Basically, quincunx or diagonal system is the same as the square system except for the
addition of a tree in the center of each square. In this system, the number of trees planted in the
same area is almost double. But the distance between the trees is much reduced. For this
reason, trees with shorter life space are chosen for the center. By the time the main trees grow
into full size, the central trees will have finished their life cycle. The central trees are known as
filler crop and the others as main crop. If the filler crop hinders seriously the growth of main trees,
it should be removed Papaya, Guava, Lime, plum and peaches are a few examples of filler crops
in orchards with trees like mango jack and tamarind.
Advantages
1. Additional income can be earned from the filler crop till the main crop comes into bearing.
2. Compared to square to square and rectangular systems, almost double the number of
trees can be planted initially.
3. Maximum utilization of the land is possible.
Disadvantages
1. Skill is required to layout the orchard.
2. Inter/filler crop can interfere with the growth of the main crop.
3. Intercultural operations become difficult.
4. Spacing of the main crop0 is reduced if the filler crop is allowed to continue after the
growth of the main crop.
D. Hexagonal system
In the hexagonal system, the trees are planted at the corners of an equilateral triangle. Six such
triangles are joined together to form a hexagon. Six trees are positioned at the corners of this
hexagon with a seventh in the center all arranged in the three rows. However the distance
between tree to tree in six directions from the central tree remains the same.
Advantages
1. Compared to square system 15% more trees can be planted.
2. It is an ideal system for the fertile and well irrigated land.
3. Plant to plant distance can be maintained the same.
4. More income can be obtained.
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Disadvantages
1. Intercultural operations become difficult.
2. Skill is required to layout the orchard.
E. Contour system
Contour is an imaginary line connecting all points of equal elevation across a slope. In a
hilly area, a lot of depressions, ridges, furrows, and place surface are found. But when planting is
done, a line is made by connecting all the points of the same elevation across the slope from a
base line. This spacing is maintained on this row. However, row to row distance will not be the
same since the degree of slope varies from spot to spot. Points of equal elevation at a distance
equal to plant to plant spacing are market with the help of Dumpy level or other suitable
instruments.
In these system contour lines themselves become the rows and are marked at the row to
row distance. However it is not possible to maintain the row to row distance strictly all long the
rows. Whenever distance between adjacent contour line is almost double, another contour is
fitted in that space.
Advantages
1. This system can be adopted in hilly regions and in leveled land.
2. Contour system can control the soil erosion.
3. It helps simultaneously in the conservation of water.
4. Preservation of plant nutrients supplied by manures and fertilizers is possible.
5. Contours from an easy path movements on the hill slopes are used for carrying out
various orchard operations such as weeding, manuring, pruning, harvesting, disease and
pest control.
Disadvantages
1. Laying out of contour lines is difficult and time consuming.
2. Special skill is required to layout this system.
3. Special instruments are required for making contour lines.
4. The row to row distance will not be equal and adjustments may be required in the plant to
plat distance.
5. Rows are broken in to bits and pieces.

Procedure for layout
In the layout procedures for different system, a few common steps can be identified.
1. Measure the land.
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77

2. Decide the types of trees to be plated, planting distance and the system of plating.
3. Prepare a plan on the paper marking all details
Preparing a plan on paper is tedious and time consuming but the actual layout becomes
easier.
A base line (parallel to any side of the plot or a contour line) is market always at the
beginning of the layout and it forms a row of trees. Subsequent rows are marked parallel to this
base line except in contour system. The position of the trees in each row is marked using the
wooden pegs leaving a space equal to half the plant to plant distance on either side (boundary).
Otherwise, the roots and canopy of the trees may spread beyond the boundary. Depending on
the length and width of the land, plant to plant and row to row distances, boundary space may be
reasonably adjusted. While preparing the blue print, all these factors are taken into consideration.

Self-Check 1.2

A. Square system
Advantages
1. ___________________________________________________________________.
2. ___________________________________________________________________.
3. ___________________________________________________________________.
Disadvantages
1. ___________________________________________________________________.
2. ___________________________________________________________________.

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B. Rectangular system
Advantages
1. __________________________________________________________________.
2. __________________________________________________________________.
3. __________________________________________________________________.
4. __________________________________________________________________.
5. __________________________________________________________________.
Disadvantages
1. __________________________________________________________________.
2. __________________________________________________________________.
C. Quincunx or Diagonal system
1.__________________________________________________________________.
2. __________________________________________________________________.
Advantages
1. __________________________________________________________________.
2. __________________________________________________________________.
3.__________________________________________________________________.
Disadvantages
1. __________________________________________________________________.
2. __________________________________________________________________.
3. __________________________________________________________________.
4. __________________________________________________________________.

D. Hexagonal system
Advantages
1. __________________________________________________________________.
2. __________________________________________________________________.
3. __________________________________________________________________.
4. __________________________________________________________________.
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Disadvantages
1. __________________________________________________________________.
2. __________________________________________________________________.
E. Contour system
Advantages
1. __________________________________________________________________.
2. __________________________________________________________________.
3. __________________________________________________________________.
4. __________________________________________________________________.
5. __________________________________________________________________.
Disadvantages
1. __________________________________________________________________.
2. __________________________________________________________________.
3. __________________________________________________________________.
4. __________________________________________________________________.
5. __________________________________________________________________.


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Activity Sheet 1.1

Layout Garden Plots
Materials needed:
Quantity
2 sheets
1 pc
1 pc

Description
Bond paper short
Pencil
Ruler

INSTRUCTIONS:
1. Put one inch border lines on your bond paper
2. Use the following data in making your layout
Imagine that 1 cm on your drawing is equivalent to 1m
A. Width= 16 m
B. Length=19 m
C. Planting distance
Between row=1m
Between hill=.5 m
3. Sketch inside the border lines your plot layout
4. Submit your output to your teacher
Evaluation
Your work will be evaluated by your teacher using the following criteria:
1. Accuracy 70%
2. Presentation 20%
3. Neatness 10 %

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Activity Sheet 1.2

Sketch Orchard Plan
Materials needed:
Quantity
1 sheet
1 pc
1 pc
1 unit
1 pc

Description
Manila paper
Pencil
Ruler
Calculator
Meter Stick

INSTRUCTIONS:
1. Measure the length and width of the manila paper using a ruler to get the area.
2. Imagine that 5 inches from the actual measurement of the manila paper is equivalent to 1
meter of the actual field.
3. Consider the following data.
Planting system to be used : square system
Area depends on the measurement of your manila paper
Distance of planting: 10 meters
Evaluation
1. Accuracy 70%
2. Presentation 20%
3. Neatness 10 %

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LEARNING OUTCOME 2
Interpret irrigation plan and design

 Irrigation system plan is interpreted according to established procedures.
 Different designs of irrigation systems are enumerated according to standard
procedures.

Materials





Irrigation plan
Bond paper
Pencil
References

Determine how much you already know about interpreting irrigation plan and
design. Take this test.

Pretest LO 2
Enumerate the following:
(2) FUNCTIONS OF FARM IRRIGATION SYSTEMS
1. ______________________________________
2. ______________________________________
(3) ESSENTIAL FEATURES OF A PLAN
1. _______________________________________
2. _______________________________________
3. _______________________________________

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(2) Types of Conventional Sprinkler Systems
1. ______________________________________
2. ______________________________________
(3)
1.
2.
3.

Advantages of drip or trickle irrigation
_______________________________________
_______________________________________
_______________________________________



Irrigation System Plan and Design
Water required by crops is supplied by nature in the form of precipitation, but when it
becomes scarce or its distribution does not coincide with demand peaks, it is then necessary to
supply it artificially, by irrigation. Several irrigation methods are available, and the selection of
one depends on factors such as water availability, crop, soil characteristics, land topography, and
associated cost.
Proper design of an irrigation system requires that the pumping system precisely match
the irrigation distribution system so that the pressure and flow rate required can be efficiently
provided by the pumping system. The energy required to pump water is determined by the total
dynamic head (water lift, pipe friction, system pressure, etc.), the water flow rate desired,and the
pumping system's efficiency.
Irrigation water management involves determining when to irrigate, the amount of water
to supply each irrigation event and during each stage of plant, and operating and maintaining the
irrigation system. The main management objective is to manage the production system for profit
without compromising environment and in agreement with water availability. A major
management activity involves irrigation scheduling or determining when and how much water to
apply, considering the irrigation method and other field characteristics.

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FUNCTIONS OF FARM IRRIGATION SYSTEMS
The primary function of farm irrigation systems is to supply crops with irrigation water in
the quantities and at the time it is needed. Specific functions includes:

1.
2.
3.
4.

Diverting water from the water source.
Conveying it to individual fields within the farm.
Distributing it within each field.
Providing a means for measuring and regulating flows.

Other functions of farm irrigation system include crop and soil cooling, protecting crops
from frost damage, delaying fruit and bud development, and controlling wind erosion, providing
water for seed germination, application of chemicals, and land application of wastes.
REASONS FOR AN IRRIGATION PLAN
•
•

•
•

A project plan enables the designer to lay out the irrigation system in the most cost
effective way. The plan is used to generate a material list and to evaluate the anticipated
project costs.
The plan provides step by step information on system installation. Information on crop
spacing, sprinklers, pumping requirements, pipeline sizes and lengths should be included
in the plan. Pertinent obstructions such as roads, trees, gas, oil, water, telephone, or
transmission lines must also be indicated.
Specification, design standards, and work schedules as set out in a plan on the basis of
any contractual agreements between the installation contractor and the farmer.
The plan provides a record for future reference. It can be used for overall farm planning
and identifies limits of expansion potential.

ESSENTIAL FEATURES OF A PLAN
•
•
•
•
•
•

Topographic Data - The field shape must be accurately drawn showing pertinent
obstructions, features and elevation details.
Water Source Capacity - The water supply must be clearly indicated showing location
and available capacity.
Depending on the water source, a well log or water license must accompany the
irrigation plan. Irrigation reservoirs also require Water Management Branch licensing.
Soil and Crop Characteristics - Soil and crop limitations must be accounted for to
reduce runoff and deep percolation by mismanagement of the irrigation system.
Design Parameters - Soil water holding capacity, maximum application rate and climatic
data must be used to select the correct irrigation system design.
Design Data - The nozzle selected, operating pressure, discharge rate and sprinkler
spacing must all be shown on the plan. The irrigation interval, set time, application rate
and net amount applied must also be calculated.

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WHERE TO OBTAIN A PLAN
A farm irrigation plan can be obtained from irrigation engineering consultants as well as
reputable irrigation equipment dealers. The features of a farm irrigation plan are summarized in
the sample ―Sprinkler Irrigation Design Information‖ sheets attached. A sample of an irrigation
design plan is also included.

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Self-Check 2.1
(4) FUNCTIONS OF FARM IRRIGATION SYSTEMS
1.
2.
3.
4.

_____________________________________
_____________________________________
_____________________________________
_____________________________________

(6) ESSENTIAL FEATURES OF A PLAN
1. ______________________________________
2. ______________________________________
3. ______________________________________
4 ______________________________________
5. ______________________________________
6. ______________________________________

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Different Designs of Irrigation Systems
1. SURFACE IRRIGATION- Water is applied to the field in either the controlled or
uncontrolled manner.
1.1 FURROW IRRIGATION- Only a part of the land surface (the furrow) is wetted thus
minimizing evaporation loss.

A. FURROW IRRIGATION BY CUTTING THE RIDGE

B. FURROW IRRIGATION WITH SIPHONS

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1.2. BOARDER IRRIGATION SYSTEM
1. In a border irrigation, controlled surface flooding is practiced whereby the field is divided
into strips by parallel ridges or dikes and each strip is irrigated separately by introducing
water upstream and it progressively covers the entire strip.
2. Border irrigation is suited to crops that can withstand flooding for a short time e.g. wheat.
3. It can be used for all crops provided that the system is designed to provide the needed
water control for irrigation of crops.
4. It is suited to soil between extremely high and very low infiltration rates.
5. In border irrigation, water is applied slowly.
6. The root zone is applied water gradually down the field.
7. At a time, the application flow is cut-off to reduce water loses.
8. Ideally, there is no runoff and deep percolation.
9. The problem is that the time to cut off the inflow is difficult to determine.

Design Parameters of Border Irrigation System
a) Strip width: Cross slopes must be eliminated by leveling.
Since there are no furrows to restrict lateral movement, any cross slope will make water
move down one side leading to poor application efficiency and possibly erosion.
-The stream size available should also be considered in choosing a strip width.

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-The size should be enough to allow complete lateral spreading throughout the length of
the strip.
-The width of the strip for a given water supply is a function of the length (T
-The strip width should be at least bigger than the size of vehicle tract for construction
where applicable.
b) Strip Slope: Longitudinal slopes should be almost the same as for the furrow
irrigation.
c) Construction of Levees: Levees should be big enough to withstand erosion, and of
sufficient height to contain the irrigation stream.
d) Selection of the Advance Stream: The maximum advance stream used should be
non-erosive and therefore depends on the protection afforded by the crop cover. Clay
soils are less susceptible to erosion but suffer surface panning at high water velocities.
Table 3.4 gives the maximum flows recommendable for bare soils.
e) The Length of the Strip: Typical lengths and widths for various flows are given in
Table 3.5. The ideal lengths can be obtained by field tests.
1.3. Basin Irrigation System
In basin irrigation, water is flooded in wider areas. It is ideal for irrigating rice.
1. The area is normally flat.
2. In basin irrigation, a very high stream size is introduced into the basin so that rapid movement
of water is obtained.
3. Water does not infiltrate a lot initially.
4. At the end, a bond is put and water can pond the field.
5. The opportunity time difference between the upward and the downward ends are reduced.

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The size of basin is related to stream size and soil type.
Suggested basin areas for different soil types and rates of water flow
Flow rate

Soil Type
Sand

Sandy loam Clay loam

Clay

l/s m3 /hr
.................Hectares................................
30
108
0.02 0.06
0.12
0.20
60
216
0.04 0.12
0.24
0.40
90
324
0.06 0.18
0.36
0.60
120
432
0.08 0.24
0.48
0.80
150
540
0.10 0.30
0.60
1.00
180
648
0.12 0.36
0.72
1.20
210
756
0.14 0.42
0.84
1.40
240
864
0.16 0.48
0.96
1.60
300
1080
0.20 0.60
1.20
2.00
...........................................................................................
Note: The size of basin for clays is 10 times that of sand as the infiltration rate for clay is
low leading to higher irrigation time. The size of basin also increases as the flow rate
increases. The table is only a guide and practical values from an area should be relied
upon. There is the need for field evaluation.
Time-Distance Graph of the Basin System

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Depth-Distance Graphs of the Basin Irrigation System

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2. SPRINKLER IRRIGATION
The sprinkler system is ideal in areas where water is scarce.
A Sprinkler system conveys water through pipes and applies it with a minimum amount of
losses.
-Water is applied in the form of sprays sometimes simulating natural rainfall.
-The difference is that this rainfall can be controlled in duration and intensity.
-If well planned, designed, and operated, it can be used in sloping land to reduce erosion
where other systems are not possible.
Components of a Sprinkler Irrigation System

Types of Conventional Sprinkler Systems
a) Fully portable system:
all portable.

The laterals, mains, sub-mains, and the pumping plant are

The system is designed to be moved from one field to another or other pumping sites
that are in the same field.
b) Semi-portable system: Water source and pumping plant are fixed in location.
Other components can be moved.
The system cannot be moved from field to field or from farm to farm except when more
than one fixed pumping plant is used.
c) Fully permanent system: Laterals, mains, sub-mains as well as fixed pumping plant
are permanently located.
Sometimes laterals and mainlines may be buried.
The sprinkler may be permanently located or moved along the lateral.
It can be used on permanent irrigation fields and for relatively high value crops e.g.
Orchards and vineyards.
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Labor savings throughout the life of the system may later offset high installation cost.
3. DRIP OR TRICKLE IRRIGATION
ADVANTAGES:
1.
2.
3.
4.
5.

Water is applied directly to the crop ie. entire field is not wetted.
Water is conserved
Weeds are controlled because only the places getting water can grow weeds.
There is a low pressure system.
There is a slow rate of water application somewhat matching the consumptive use.
Application rate can be as low as 1 - 12 l/hr.
6. There is reduced evaporation, only potential transpiration is considered.
7. There is no need for a drainage system.
Components of a Drip Irrigation System

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Self-Check 2.2
Give the following:
(3) Types of Conventional Sprinkler Systems
1. _____________________________________
2. _____________________________________
3. ______________________________________
(7) Advantages of drip or trickle irrigation
1. _____________________________________
2. ______________________________________
3. ______________________________________
4.

_____________________________________

5. ______________________________________
6.

_____________________________________

7. ______________________________________

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95


Activity Sheet 2.1

Sketch Irrigation Plan
MATERIALS NEEDED:
Quantity
2 sheets
1 pc
1 pc

Description
Bond paper short
Pencil
Ruler

INSTRUCTIONS:

1.
2.
3.
4.
5.
6.

After knowing different irrigation designs, select 1 design applicable in your area.
Using the materials above sketch the irrigation design applicable in your locality.
Explain, why did you considered this design on another sheet of bond paper
Submit your output to your teacher after 1 day
Your teacher will ask you to present your work in front of your classmates
Save your work for the next activity (activity 2.2)

Evaluation
1.
2.
3.
4.

Content 50%
Applicability 20%
Presentation 20%
Neatness 10 %

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Activity Sheet 2.2

CREATE MINIATURE IRRIGATION CANAL
MATERIALS NEEDED:
Quantity
1 pc
10 bar

Description
Illustration board
Activity clay

INSTRUCTIONS:
1.
2.
3.
4.
5.

Your teacher will divide the class into groups (5 members in a group)
From your activity sheet 2.1. Select the best work among your group members.
Decide which work will serve as your model in creating your miniature irrigation canal.
You will be given one hour to finish your group activity.
Submit your output when it is already completed.

Evaluation
1.
2.
3.
4.

Accuracy 50%
Design 20%
Presentation 20%
Neatness 10 %

Rest and relax a while then move on to
the next lesson. Good luck!

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97

REFERENCES
LO1






LO 2



Horticulture CBLM
Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary‘s Publishing.
1983
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition: Saint Mary‘s Publishing. 1976
Asuncion, Jr. Ramon G. et.al.; Technology and Home Economics 2:
Agricultural Arts: First Edition: Abiva Publishing House, Inc: Quezon City.
1992
Mendiola, N. B.; Principles of Crop Production: United Circulation, Inc.:
Malabon, Rizal: 1959
Technology and Home Economics 2 (SEDP Series)
Horticulture CBLM
http://www.google.com.ph/search?q=IRRIGATION&hl=tl&rlz=1C1AVSX_en
PH406PH406&prmd=imvnsb&tbm=isch&tbo=u&source=univ&sa=X&ei=Nxx
HT-fsFeOSiAeR35CXDg&ved=0CGUQsAQ

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LESSON 4
Occupational Safety and Health

LEARNING OUTCOMES:
do the following:

LO 1. apply appropriate safety measures while working in
the farm; and
LO 2. safekeep/dispose tools, materials, and outfit.

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Definition of Terms
Safety - the physical or environmental conditions of work which comply with the
prescribed Occupational Health Safety (OHS) standards and which allow the workers to
perform their job without or within acceptable exposure to hazards.
Occupational safety- the practices related to production and work process
Health-a sound state of the body and mind of the worker that enables him or her to
perform the job normally
Sharpening- the process of thinning the edge of the tools like knife, pruning shears,
hedge shears, etc.
Cleaning- the act or process of removing dirt from tools, containers and farm facilities.
Disinfection chemicals- refers to the chemical used in cleaning which has the ability to
kill microorganisms especially pathogens.

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